ABSTRACT
This chapter begins with a glimpse into the lived experience of a young child, and uses this vignette to explore new ways of thinking about transition. It aims to widen this focus and broaden our thinking about transition by using different theoretical perspectives to consider our work. The chapter revisits the differences between constructivism, social constructionism and critical constructivist theories. It provides a comprehensive discussion of the history of Australian early childhood care and education. The chapter briefly revisits contemporary research into constructivism in order to illuminate the relationship between beliefs about knowledge and pedagogy. It argues that if we are to support early learners' transitions more effectively, early childhood educators must understand the epistemological basis of their practice, and this involves developing a deeper understanding of the different versions of constructivism. The chapter examines how educators working from a critical social constructionist perspective might support Josie as she moves between family, child care, preschool and school.
